MEXTESOL Journal, Vol. 41, No.

4, 2017 1

Book Review
The State of the Profession in Today’s Globalized World:
Key Issues in Language Teaching
Reviewed by Amanda K. Wilson1, Universidad de Guanajuato,
Guanajuato, Mexico
Key issues in language teaching. J.C. Richards. Cambridge: Cambridge University Press,
2015. pp. xxii + 826

In his extensive book on the state of English language teaching around the world, Jack C.
Richards begins with a discussion of the current role of English as an international
language, and the resulting changes that have been wrought on English language teaching
as a profession. As he explains:
Parallel to the changes we have witnessed in the status of English in the last 30 or more years
have been new developments in the language-teaching profession itself. The spread of English
has brought with it the demand by national educational authorities for new language-teaching
policies: for the development of standards for English teaching as well as teacher preparation, for
new approaches to curriculum design, teaching and assessment and for greater central control
over teaching and teacher education. (Richards, 2015, p. xx)
It is due to these changes that Richards wrote this update, recognizing the “need for a
comprehensive text that explores key issues in English language teaching today” (ibid.).
As an internationally recognized authority on English language teaching and teacher
education, and author of numerous books and articles on English language teaching,
Richards is in a unique position to compile such a text—one that provides a clear
understanding of contemporary teaching theory and methodologies for teaching the
English language.
Richards (2015) describes the genesis of this book as coming from “workshops and
seminars as part of lecture tours” (p. v) he has been giving on English language teaching
since the 1990s. This is a book written by a teacher’s teacher. Richards selected the topics
based on his wide-ranging experience as an English language teacher and teacher
educator, and on what he considers to be “practical classroom issues” (ibid., p. xxi). He
goes beyond the practical, however, also providing both the “theory and research that can
inform them” (ibid.). Although this would be useful as a textbook in many language
teacher training courses, because it “does not assume a prior background in applied
linguistics” (Richards, 2015, p. xxi), it is intended to be accessible to both student teachers
as well as practicing language teachers, as is.
The book’s twenty-one chapters are divided into four parts. Part 1 “English language
teaching today” introduces the book as well as some basic language teaching concepts
such as second language acquisition theory, and current teaching approaches, including
special-purpose approaches such as English for specific purposes (ESP), competency-
based language teaching (CBLT), content-based instruction (CBI, CLIL), text-based
instruction (TBI), and task-based language teaching (TBLT). In Part 2 “Facilitating student

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MEXTESOL Journal, Vol. 41, No. 4, 2017 2

learning,” Richards covers issues related to language learners such as influences on
learning, lesson structure, and classroom management. For Part 3 “Language and the four
skills,” the author discusses English systems and skills, as well as discourse and
pragmatics. Finally, Part 4 “The teacher’s environment” focuses on curriculum planning
and course design, and teacher resources including textbooks, technology, and testing
and assessment. This part closes with a discussion of professional development and
continuing teacher education with the aim of providing teachers “with a foundation of
essential knowledge and skills to support their teaching and ongoing career development”
(Richards, 2015, p. xxii). The book is available in both a paperback and e-version format,
which also includes video interviews of teachers and educators as well as videos by the
author summarizing the chapters and major sections of the book.
The book is designed to be read in any order, and includes helpful cross-referencing
between chapters, so that the reader may focus on particular concepts within different
sections. The beginning of each of the four major parts of the book provides an overview
of the material to be covered in that section, making it easy for the reader to pick and
choose from among different topics, and then easily move around the book based on need
and interest. Embedded throughout the book are questions which are designed to help
the reader apply the information discussed in the book to his or her particular teaching
context. In addition, at the close of each chapter, Richards includes discussion questions
as well as suggestions for further reading regarding the topics covered in that chapter.
One of the most interesting aspects Richards has undertaken in this book is to consider
“insights from classroom practitioners and teacher educators on issues raised” in each of
the four parts of the book by including their “comments or ‘vignettes’ drawing on their
own teaching experiences” (Richards, 2015, p. v). The perspectives offered from these
teacher observations provide what Richards (2002) previously termed “‘insider’ accounts
of teaching” (p. ix). Teaching English as a foreign language in the Mexico context is
specifically included as part of Richard’s effort to incorporate such insider’ insights in his
book. Contributions from English language teachers in Guanajuato, Morelia, Tuxtla
Gutierrez, Puebla, and Izucar de Matamores may be of particular interest to MEXTESOL
readers. While some of the issues raised by these teachers, such as “falling into the job”
(Richards, 2015, p. 696; Lengeling, 2010), are perhaps specific to Mexico, others are
important in any teaching context, and include topics such as learner-centered teaching
(Richards, 2015, pp. 120-121); lesson planning (ibid., p. 177); the use of technology and
learner autonomy (ibid., p. 640); and the use of portfolios for professional growth (ibid.,
p. 720). In addition to these teacher-training issues, Richards includes a discussion of the
types of pronunciation and accent preferred in different contexts, including Mexico (ibid.,
p. 354). Richards also provides case studies comparing the experiences English teachers
in Mexico, Cambodia, and Colombia when they themselves were learning English as a
second language. For these case studies, Richards focuses on learner autonomy,
motivation, and affective factors (ibid., pp. 159-165).
With this comprehensive textbook, Richards has provided a valuable update on the global
status of English language teaching. Even though he acknowledges that compiling such a
book involves a lengthy process and extensive research, Richards recognizes that “a book
like this is never really finished. There is always one more idea to add to the text, one
more book or article to read or one more person to talk to” (Richards, 2010, p. vi). By
MEXTESOL Journal, Vol. 41, No. 4, 2017 3

including input from other classroom practitioners and teacher educators, Richards
embraces current theory “that characterizes teachers as legitimate knowers, as producers
of legitimate knowledge, and as capable of constructing and sustaining their own
professional development” (Johnson & Golombek, 2002, p. 3). Richards (2015) further
acknowledges the importance of other and future voices in the development of this
profession when he writes, referring to a comment by another researcher, “I have worked
on it; you have worked on it; now let the readers work on it… And so now, it’s over to
you!” (p. vi).

References
Johnson, K. E., & Golombek, P.R. (2002). Inquiry into experience. In K. E. Johnson & P. R. Golombek (Eds.) Teachers’
narrative inquiry as professional development (pp.1-14). Cambridge, UK: Cambridge University Press.
Lengeling, M. M. (2010). Becoming an English teacher. Guanajuato, Mexico: University of Guanajuato.
Richards, J. C. (2002). Series editor’s preface. In K. E. Johnson & P. R. Golombek (Eds.) Teachers’ narrative inquiry as
professional development. Cambridge, UK: Cambridge University Press.
Richards, J. C. (2015). Key issues in language teaching. Cambridge, UK: Cambridge University Press.